Reflection on using blogs in the senior biology classroom

Web 2.0


Blogs come under the 'umbrella' of web 2.0 technology, which is defined as an interactive read/write medium . Conceptually, Web 2.0 embodies knowledge as a collective agreement that may combine facts with other dimensions of human experience such as: values, attitudes, beliefs and opinions. This differs from how the web was traditionally conceptualised as simply a 'storage unit' of facts and information where recipients are deemed as gatherers rather than producers of knowledge.

Why use blogs?

Todays school generation,  "the digital generation" are more sophisticated users of digitial technologies than the older generations. A study by Greenhow et al (2009), found that 55% of teenagers spent an average of 9 hours/week on Web 2.0 technologies such as social networking sites. Due to the amount of time spent on the computer by teens, an opportunity is presented for teachers to prescribe  learning activity tasks in their medium of choice. For example by incorporating the use of blogs for biology homework, social interaction would lead to increased task engagement  thus better learning outcomes. Students would be less inclined to view homework as a chore .

Students are frequently creative, interactive and media oriented and have Web 2.0 technologies literally at their fingertips. DeGenarro (2008) found that according to students they would be more engaged and motivated to learn in the classroom if blogs were an integral part of their education. All students are able to contribute to discussions on scientific ideas/concepts, even if they are too shy to speak up in the class.

Although this type of technology provides numerous benefits for young people it also has a much 'darker side' as this technology can be used to harm others. Cyber bullying has become the new form of bullying, emotionally harming certain individuals. As it is an open forum there are possibilities for some who take this as opportunity to abuse this type of technology. So it is vital for the teachers to be able to keep a close eye on their students. (Kowalski, 2007).


In conclusion, blogs can be used as an intrinsic motivation to encourage students to contribute to biological ideas and concepts. Rather than being passive listeners, obtaining knowledge through facts and information given by the teachers students can be active learners by contributing their perspectives about a certain topic. Most students want their opinion heard but for various reasons some do not contribute to discussion in class . Blogs give them the opportunity to do so.  However, the major disadvantage of this technology is that it provides an avenue for peer harassment to take place. Vigilance is  paramount to ensure that effective policies are in place to prevent this from happening.



References


DeGenarro, D (2008), Learning designs: An analysis of youth initiated technology use, Journal of Research on Technology in Education 41 (1):1-20


Greenhow, G, Robelia, B, Hughes, J.E (2009), Web 2.0 and Classroom Research: What Path Should We take now?, Educational Researcher 38 (4):246-259


Kowalski, R.M, Limber, S, Agaston, P (2007), Cyber Bullying: Bullying in the Digital Age, Blackwell, Massachussetts, US

Week 10

Module 9.7: Biotechnology


Question: Describe at two potential benefits and controversies in relation to the application of GM (genetically modified) products. (4 marks)

Outcome H7: analyses the impact of natural and human processes on biodiversity


Marking Guidelines: 
-identifies TWO benefits & TWO controversies AND
-provides features of EACH of the identified benefits and controversies (4 marks)


-identifies TWO benefits and TWO controversies AND
-does NOT provide features for ALL benefits and controversies identified (3 marks)


 TWO benefits & TWO controversies are identified (2 marks)


ONE benefit & ONE controversy OR  TWO benefits/TWO controversies (1 marks)


ONE benefit OR ONE controversy (0 marks)


Sample Answer:
Potential benefits include: improved resistance to disease, pests and herbicides, increased quantity of food (greater food security for growing populations) and increase in quality of food (e.g. greater nutritional benefits).
 Potential controversies relates to safety (potential for adverse reactions in humans to the transgene in GM products. e.g allergic reactions), ethics (tampering with nature by mixing genes across species) and loss of biodiversity (genetically identical plants and animals).


Difficulty of Question: Band 4 Question to obtain full marks.


References: 


CSIRO (2010), Ethics of Biotechnology, Retrieved from http://www.biotechnologyonlin.gov.au/biotec/ethics.html on 7/10/2011


Human Genome Project Information (November 5, 2008), Genetically Modified Foods & Organisms, Retrieved from http://www.ornl.gov/sci/techresources/Human_Genome/elsi/gmfood.shtml on 7/10/2011


NSW Board of Studies (2009), Biology: Stage 6 Syllabus, Retrieved from http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/biology-st6-syl-from2010.pdf on 7/10/2011